Pact for Youth Questionnaire 2016

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1 Thank you very much for your contribution! The European Pact for Youth is a mutual engagement of business and European Union leaders. When the Pact was launched in 2015, leading companies and organisations set clear priorities with two common targets: to create "10,000 quality business-education partnerships" and "to establish together at least 100,000 new good quality apprenticeships, traineeships or entry-level jobs." "To reach these targets, we will build on the resources and capacities available through existing campaigns and alliance initiatives on skills for jobs and apprenticeships". The questionnaire will start with some introductory questions (all your input will remain anonymous), after which there will be 4 mandatory questions relating directly to the targets of the Pact. They are accompanied by 6 optional questions relating to the nature of your initiatives. There are two ways you can fill in this online questionnaire: (1) You fill it in centrally at European/national level. You do this by aggregating all of your affiliates/members data and by feeding that into the questionnaire one single time through this questionnaire. (2) You forward this questionnaire to your national affiliates/members. They individually fill in their respective country data. As organisations can be active in multiple initiatives, we are aware of the possibility of double counting. To avoid repetition, we have asked organisations/networks to not distribute this questionnaire to national affiliates of these companies. This questionnaire will also be sent out around the same time in We thank you in advance for your time and efforts and remain at your disposal should you have any questions. Kind regards, Jan Noterdaeme & Marten Verheugt Pact for Youth Secretariat pact4youth@csreurope.org 1

2 Section 1. Organisation information 1. Contact Details First name Last name Job role Work address 2. Organisation Name of the organisation 3. Type of organisation Private company Organisation representing bussiness/industry sector Organisation representing youth Organisation representing education (formal and non-formal) Public authority Other type of non-governmental organisation National Partner Organisation of CSR Europe 2

3 Section 2. Business-education partnerships A Business-Education Partnership is an involvement between educational institutions, companies, unions, governments and/or community organisations. The aim is to improve youth education and employability, as well as to support teachers in primary, secondary and tertiary education and other organisations that are enhancing youth skills through informal learning activities. As such, the target group is typically 6-25 year olds. Partnerships can cover activities such as: curriculum support, teacher development, work experience programmes, jointly establishing/running a study programme, career councilling/explorations, mentoring/job-shadowing activities, CV and interview support, upskilling activities, study visits, workshops, fairs, etc. This is a non-exhaustive list of examples, please see also actions proposed in the engagement guide 4. Number of Business-Education Partnerships in the reporting period (2015 until now). Please fill in the total number or an estimation. 5. In which country/countries do your partnerships take place? Please tick all that apply Austria Belgium Bulgaria Croatia Cyprus Czech Republic Denmark Estonia 3

4 Finland France Germany Greece Hungary Iceland Ireland Italy Latvia Liechtenstein Lithuania Luxembourg Malta Netherlands Norway Poland Portugal Romania Slovakia Slovenia Spain Sweden Switzerland Turkey Ukraine United Kingdom Other (please specify) 4

5 6. Through these business-education partnerships, how many people did you impact in total? Please specify a number by filling a digit. # of learners # of teachers # of organisation managers/employees/tr ainers 7. What is the predominate focus of your partnerships? Please select all that apply. Basic skills (literacy, numeracy, communication, science and technology) STEM (preparing people with secundary and tertiary level science, technology, engineering and mathematics skills) Digital skills Soft skills (including also transversal skills: e.g. skills related emotional maturity, problem solving, critical thinking, teamwork, resourcefulness, etc.) Entrepreneurial skills (e.g. creativity, innovation, risk-taking, leadership, good governance skills, etc.) Upskilling opportunities for in- and out of work people Career councilling/advice CV and interview support Engage with national youth garantee providers Engage with the EURES website/portal (incl. Drop'pin) Validate prior learning (including non-formal and informal learning, and also skills and qualifications acquired outside the EU) Other (please specify) 5

6 8. Which of the following specific groups did your partnerships impact during the reporting period (2015 until now)? Please select all that apply. Young asylum seekers, refugees or migrants Girls in STEM (Science, Technology, Engineering and Mathematics) NEETs (Neither in Employment, Education or Training) Youth with disabilities None of the above Other (please specify) 6

7 Section 3. Apprenticeships and Traineeships 9. Number of new apprenticeships in the reporting period (2015 until now). Please fill in the total number or an estimation. "Apprenticeships are those forms of Initial Vocational Education and Training (IVET) that formally combine and alternate company based training (periods of practical work experience at a workplace) with schoolbased education (periods of theoretical/practical education followed in a school or training centre), and whose successful completion leads to nationally recognised IVET certification degrees. Most often there is a contractual relationship between the employer and the apprentice. It can be at both secondary and tertiary level." Not applicable # of apprenticeships 7

8 10. Number of new traineeships in the reporting period (2015 until now). This also includes internships. Please fill in the total number or an estimation. "Traineeships/internships can be described as work practice (either as part of a study curriculum or not) including an educational/training component which is limited in time. They allow to document practical work experience as part of the individual CV and/or as requested in educational curricula or to gain work practice for the purpose of facilitating the transition from education and training to the labour market. They are predominantly short to middle-term (a few weeks up to 6 months, in certain cases one year)." Not applicable # of traineeships 8

9 Section 4. Entry-level positions 11. Number of new entry-level positions in the reporting period (2015 until now)(including both fixed-term and indefinite contacts). Please fill in the total number or an estimation. Not applicable # of entry-level positions 9

10 Section 5. Quality 12. Do you measure the impact and outcomes from your youth activities/programmes (incl. traineeships & apprenticeships)? No Yes (please specify, max. 100 characters) 13. How do you ensure your programmes, initiatives or supports are of a high quality? Please select all that apply We conduct annual evaluations with your stakeholders We obtain feedback in our evaluation/measurement process We use the feedback and/or recommendations which we receive to plan the following year s activities/programmes Other (please specify, max. 100 characters) 10

11 Section 6. Final question 14. Please provide any sources on where to find additional information - e.g. article, report, awards, video, webpage, tv broadcast, testimonial - which provides more information on what you do, with whom and its results. 11

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